Diverging approaches to converging policy: Faculty views and narratives of internationalisation of doctoral programmes of education

Abstract This study aims to examine the organisational change within the framework of internationalisation in doctoral programmes of educational studies (DPEd) in the Hungarian context. The literature on internationalisation overwhelmingly projects the perspectives of international students, whereas the experiences of faculty and staff are missing from the overall picture. We seek to mediate this gap by scrutinising the experiences of educational professionals. The transitioning condition of the nationally shaped educational field is under the strong imperative to internationalise pursuing an interrelated set of objectives. The study's theoretical framework is built on the interlinked conceptual grounds of the internationalisation of doctoral programmes and the policy implementation in educational studies including teacher education. Dialectic theory as a change framework opted for this study that accounts for colliding forces in higher education. Ten narratives of educational professionals depict idiosyncratic experiences contributing to country and actors' representation saturating this field of educational policy. The results attest to layers of converging trends in DPEd and diverging practical responses.